Investigating the impact of a professional development university programme on the classroom practices of rural teachers in the Eastern Cape Province, South Africa.
Rose Spanneberg
RhodesUniversity Mathematics Education Project, South Africa
Abstract
The mathematics performance of EasterCape learners is the poorest in South Africa. This paper reports on a study of an in-service mathematics professional development programme offered to teachers at all grade levels. The programme is an attempt to assist teachers in deep rural schools to improve the teaching and learning of mathematics. This accredited professional development programme is offered on a part-time basis at RhodesUniversity in the Eastern Cape. It was designed to provide a shift from the more traditional form of professional development activity using workshops to teach techniques, toward multiple professional strategies such as the use of reflective practice to analyse teaching; considering teachers as both learners, and researches in order to build their capacities to understand and improve their own mathematics teaching as well as their students’ learning abilities. Our main goal is to educate teachers to become analytical, self-reflective and adaptive agents in the classroom. The challenge for changing mathematics classroom characterized by the recommendations in the national curriculum require many changes in teachers’ existing classroom practices. These changes are often difficult to bring about as a result of the teachers’ embedded beliefs and attitudes toward teaching mathematics. The role of reflective teaching that engages teachers in constant thought and action based on their professional experiences was an important part of this study.
Introduction and Background to the study
The research study was undertaken at a time of political and educational transformation in South Africa. The end of Apartheid in South Africa saw the introduction of new education policies. A system of Outcomes-based education (OBE) known as Curriculum 2005 was introduced. The South African policy draws on developments in countries like Australia, New Zealand, USA and England, keeping in mind that South Africa has features very different to these countries. In OBE emphasis is on outcomes. Outcomes signal what is worth learning in a content-heavy curriculum (Jansen, 1998). Criticism associated with OBE became significant during this time of transforming education.
The launch of the curriculum had been accompanied by a requirement for major changes in teaching practices. Key features of the outcomes-based approach of Curriculum 2005 are: active learners; critical thinking, reasoning, reflection and action, the teacher as facilitator, and group and teamwork to consolidate the new approach. There is no doubt that the changes expected in Curriculum 2005 are radical, challenging and often dictatorial. The demands for the many teachers working in impoverished schools cause anxiety, and the challenge becomes daunting It has been reported that for real change to happen we need a policy that is sensitive to contextual diversity being implemented at local level by those most in touch with local conditions (Harley et al., 2000). Coetzer (2001) argued that OBE would only be successful if teachers were prepared and equipped for the challenges outlined in the new curriculum. It was against this background that this study was undertaken.
Programme Setting
The participants in this study were graduates from the Rhodes University Mathematics Education Project (RUMEP) conducted at RhodesUniversity, Grahamstown located in the Eastern Cape Province. The project offered an accredited Advanced Certificate in Education (ACE) to in-service teachers of mathematics at all grade levels. Teachers were required to complete five credits in order to qualify for the ACE in mathematics.
The teachers attending this programme were mostly from rural, disadvantaged schools and they ranged in experience from five to twenty years and taught grade levels one to nine. The specific aims of the programme were to improve the quality of mathematics teaching and learning as well as support teacher change in the classroom.
The in-service programme combined contact and distance education with classroom support by RUMEP professional staff and the establishment of professional development communities within which teachers supported and encouraged each others’ improving practice. The RUMEP programme attempted to model teaching strategies in context for teachers. This enabled participants to experience the value of different teaching and learning approaches rather than being simply told about them. Professional development activities were designed to support mathematics teachers in their efforts to develop their thinking, reflection, classroom practice and professional growth.
RUMEP Mathematics Professional Development Programme
In keeping with current calls for reform in professional development as well as to meet the challenges characterized by the recommendations in Curriculum 2005 the RUMEP programme considered the following features:
The reflective practitioner
The aim of reflection in this programme was to improve practice. Teachers were expected to plan, make provision for learning, teach and reflect. They had to reflect on their teaching, observe the learner’s participation in the classroom along with their actions and feelings. This helped the teachers to continuously revise their plans. My programme attempted to encourage teachers to be critical about their work, with the intention that they can effect change in their own school environments. The professional reflective practice in this study is linked to critical reflection. Critical reflection, according to Jay & Johnson (2002), often involves making a judgement. In this study the teaching portfolio was used as a reflective tool and, as such, the portfolio provided programme feed back that was informative in assessing the effectiveness of the programme in meeting the needs of the teachers in developing their professional growth. In creating the portfolio the intention was that teachers would have an opportunity to take responsibility for their professional growth. As such they could assess their own strengths and weaknesses, document personal successes and failures in their teaching and record reasons behind these occurrences. It was hoped that the portfolio construction process with a strong emphasis on reflection would encourage teachers to continuously examine their teaching. Wolf (1994) suggested that the act of writing reflections pushes teachers to examine their practice more deeply (p. 118).
Teacher as learner
The programme was aligned to constructivist learning theory and promoted practices that supported that perspective. Teachers themselves must become learners of mathematics. To effectively teach mathematics, teachers must gain competence and understanding of the mathematics that they are expected to teach. Illustrating this, Heinz et al (2000) described this role of teacher as student: having learning opportunities similar to what they might eventually create for their learners – experiences improved mathematical understanding, more powerful conceptions of mathematics, and more confidence and enjoyment in doing mathematics. Throughout the professional development programme teachers were provided with appropriate experiences to actively engage them in learning activities that increased their own mathematical knowledge.
Teachers’ Beliefs
The goal of our professional development programme was to challenge teachers’ existing beliefs, views, conception and attitudes towards mathematics. We considered that it was important for the RUMEP educators in the programme was to continually try and seek to understand the beliefs of the participants in order for effective change in their practice to occur. Research reveals that teachers’ beliefs have strong implications for the way they teach as well as decisions they make with regard to classroom practice (Richardson, 1996; Pajares, 1992; Clark & Peterson, 1986; Thompson, 1992). Cooney et al., (1998) warns that because the opportunity for changing beliefs is essential for teachers’ development, it is crucial to understand not only what teachers believe but also how their beliefs are structured and held. In addition, Richardson (1996) supporting this notion, agrees that the beliefs that practicing teachers hold about subject matter, learning, and teaching, influence the way they approach staff development, what they learn from it, and how they change (p. 105).
In this study, teachers’ beliefs were interpreted as personal judgements that were directly related to the teachers’ behaviour in the mathematics classroom. It included teachers’ views, preferences, assumptions about the learners and their instructional practices as well as well as perceptions of their own role and that of their learners. Also, teachers’ beliefs about the role of the school context specific to mathematics teaching and learning were examined.
Classroom support
Teachers in the programme received classroom support in order to assist their attempts to adopt new and more effective conceptions of teaching and learning mathematics. This also offered an opportunity for professional educators to learn more about social and cultural context. A consideration of the school context certainly matters. Stein, Smith & Silver (1999) warn that professional developers must carefully analyse the constraints and alternatives offered by each of the various contexts, ranging from the unwritten cultural norms to explicit school regulations and policies (p. 241). Another form of support was to promote collaboration among the teachers. Participants were encouraged to share their experiences with teachers in their own schools, thus teachers worked collaboratively in order to perform more effectively
METHODOLOGY
Participants
The sample in this study consisted of six teachers drawn from a cohort of 30 who participated in the two-year part-time mathematics professional development programme and came from a geographical region that was recognized as one of low socio-economic status. There was a high unemployment rate and the total number of students in these schools were from non-English speaking background. The six cases were selected based on rural/urban distribution. Five of the six teachers in rural schools worked collaboratively toward the implementation of change in their classrooms.
Data Collection and Analysis
The case studies of the six teachers were built up using a variety of data collection methods to provide a detailed picture of each one and to ensure the credibility of the research. The classroom data were collected during a two-year period using such methods as non-participant observer, audiotaped recordings of teacher interviews, and teacher mathematics portfolios that provided feedback of the in-service course, reflections on classroom practice and teachers’ own professional development. In addition, the teachers’ reflections on learning in the classroom was structured into the course with relevance to the teachers’ own practice. Pseudonyms are used for all six teachers: Helen, Thami, Thabo, Zoleka, Kholeka and Pumla.
Case Study Interviews
Interviews were conducted with each of the six case study teachers. In an attempt to develop comprehensive pictures of each teacher’s beliefs and classroom practices, the interview questions addressed a wide array of areas including attitudes toward the curriculum change, perception about learning and classroom groupings. The term classroom practice was used in a comprehensive sense to encompass everything the teachers did in the classroom, including planning, assessing, reflecting and interacting with learners, as well as everything they know, believed and thought about what they did (Heinz et al., 2000).
Data analysis were carried out using some of the categories of Ernest’s (1989) mathematics beliefs model, and data were reviewed and categorized into four areas:
- Beliefs about mathematics and teaching*
- Beliefs about learning mathematics*
- Beliefs about the impact of the in-service programme
- Beliefs about the influence of contextual factors on teaching and learning
(*Ernest, 1989)
Teacher Mathematics Portfolio
The focus of this task was on using portfolios with practicing teachers to encourage them to reflect on themselves as learners of mathematics and to reassess their beliefs and role as classroom teachers. Teachers collected various kinds of evidence to document what they knew and could do. Portfolios can demonstrate how teachers help students learn as well as offering an opportunity for teachers to make a statement about their personal philosophy of teaching, hence they offer valuable insights into a teacher’s practice (Loughran & Corrigan, 1995). I studied these portfolios to assess what I could discern about teachers’ beliefs and classroom practices. Also, I examined them for themes and noted general impressions. I considered how teachers’ beliefs led to teachers taking responsibility in improving their teaching and the learning in the classroom.
Classroom Observations
Two observation periods over two years took place with the six cases. Approximately two hours was spent with each classroom visit. Field notes were made of each mathematics lesson observed to record teacher actions, student actions, teacher interaction with learners, and mathematical tasks/activities. To gain insight into teachers’ formal teaching experiences the observations were conducted unobtrusively in order to understand “the research setting, its participants, and their behavior” (Glesne & Peshkin, 1992, p.42)
DISCUSSION
Beliefs about teaching
The teachers proclaimed several constructivist beliefs about learning mathematics as a result of the intervention. From a constructivist perspective, a key component of learning is reflection on one’s activity (Heinz, 2000). All the teachers in the study viewed reflection as an important part of their practice. Teachers showed an awareness of the advantages of reflecting and at the same time, improving that practice when they gained insight into possible sources of their learners’ difficulties.
Beliefs about Learning
These beliefs varied with regard to what, why and how learning should progress. Each of the six case study teachers indicated an acceptance of learners’ ideas and regarded sharing of ideas as important for learning. Most of the teachers shared the view that problem solving was essential to learning mathematics and at the same time should be related to real life. Teachers also claimed a belief in allowing learners the use of manipulatives as a means of encouraging better understanding.
Teachers indicated that they practiced cooperative learning in their classroom although the emphasis in incorporating it, with regard to a purpose for learning, differed somewhat. Learners worked in small groups, interacting and sharing ideas. Most of the teachers’ professed views of the importance of cooperative learning to student achievement was consistent with their classroom practice.
Beliefs on the influence of contextual factors in teaching and learning
It was evident from teachers’ responses to interview questions and their reflections that contextual factors played a major role in bringing about change in their classrooms. The role of language, that is, learning mathematics through a language that was not the learners’ first home language seemed to be a serious problem for all the teachers in this study.
Absenteeism also created problems for teachers. Thami indicated that on rainy days learners did not attend school. Most learners lived very far from school and they walked to school. She elaborated that “if it rains the learners are not here for maybe a whole week and you are not going to teach…” Other factors such as lack of accommodation and furniture, shortage of resources and lack of teaching materials are just some of the problems that the teachers had to cope with.
Beliefs on the impact of the programme
A significant finding in this study suggests that the RUMEP programme provided an opportunity for participant teachers’ beliefs and practices to interact. The outcomes of the study show how the RUMEP professional development programme impacted on teachers’ beliefs and classroom practices. Helen stated that the course had definitely helped her and she now felt more at ease in her teaching; she believed more in herself; she believed in what she was doing and that learners were the most important aspect of teaching and learning. She reported:
I didn’t feel very confident when doing problem solving. I got better understanding of what was going on because of the meaningful discussion and meaningful explanations that took place in our group… This most certainly helped me get over my feeling of helplessness and disillusionment when it came to problem-solving. And now, because I have a better understanding of what I am doing, I feel more confident about problem solving.
Thami explained how she changed from a “traditional” to that of a constructivist teacher. The learners were no longer passive and she no longer acts as if she is the only source of information. In her view this experience on the course changed her personally and it also motivated her in becoming a “change agent” wanting to change the attitudes of other teachers. Thabo’s changed role is summarized in the following statement:
In the past I used to stand there and lecture to the learners. I told them everything. But now I have changed –give the activities to the learners , they work with the activities and I interact with them through discussion. In the past my teaching was centered around me, but now everything is centered around the learner (Interview).